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Öğe Designing Telecollaboration Projects for Developing Intercultural Communicative Competence(2021) Akayoğlu, Sedat; Yazan, Bedrettin; Üzüm, BabürhanAs the ways of communication and interaction have diversified thanks to the constantly developing and changing technological possibilities, educators try to do their best to follow the recent implementations and activities to better prepare their students for real world demands. Telecollaboration (aka virtual intercultural exchange) is one of such implementations for language educators and students which is an affordable alternative for study abroad. Through these studies, educators design some tasks and activities for their students in which learners could interact with peers from other contexts synchronously or asynchronously. As one of the outcomes of these projects, educators or researchers plan to develop intercultural communicative competence (ICC) of the learners. In the first part of this paper, the researchers discuss the necessity of intercultural communicative competence in language education by elaborating on the skills that an individual with ICC should have. In the second part, we present the affordances and challenges of telecollaboration projects. In the final part, we unpack some critical issues to be considered in the design of a telecollaboration project. We consider this part as a set of guidelines for researchers planning to engage in telecollaboration as part of their teacher education and research practices.Öğe Digital literacy practices of Turkish pre-service EFL teachers(Australasian Soc Computers Learning Tertiary Education-Ascilite, 2020) Akayoğlu, Sedat; Satar, H. Müge; Dikilitaş, Kenan; Cirit, Nazlı Ceren; Korkmazgil, SibelWith rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative approach, this study investigated Turkish PTs' conceptualisation of digital literacy. This included an exploration of how PTs defined this concept, what kind of tools they used, and for which purposes they preferred to use digital tools. First, we found that PTs concept of digital literacy consist of many levels from knowledge to use, and to critical, creative, and collaborative use. Second, we observed that university professors play an important role in the development of digital literacy levels of PTs. Third, it was found that PTs use social media platforms heavily for various purposes, however, we identified a need for further guidance in supporting PTs' use of these platforms for their professional development. The findings of this study shed light on the current digital literacy skills of PTs in Turkey and will be beneficial for educational policy makers and teacher trainers in teacher education for the twenty-first century. Implications for practice or policy: Language teacher educators should engage pre-service teachers first in understanding pedagogical purposes of digital tools and then how they may address these purposes. Language teacher educators should model the integration of digital tools in teaching contexts. Pre-service teacher education programs should combine technology-related courses with pedagogy and digital material design.Öğe The functions of negotiation of meaning in text based synchronous computer mediated communication(Bolu Abant İzzet Baysal Üniversitesi, 2006) Akayoğlu, Sedat; Altun, ArifBu çalışma, metin yoluyla bilgisayar destekli eş zamanlı iletişimde anlamsöyleşmesi işlevleri açısından kalıpları tanımlayan söylem analizi yöntemi ileyürütülmüş etnografik bir çalışmadır. Bu çalışmada iki soru belirlenmiştir: (a) hangiçeşit anlam söyleşmesi görülüyor; (b) anlam söyleşmesi işlevlerini kullanmada anadilingilizce olanlar ile anadili ngilizce olmayanlar arasında anlamlı bir fark var mıdır?Çalışmaya, Abant zzet Baysal Üniversitesi Yabancı Diller Eğitimi Bölümü üçüncü sınıföğrencilerinden 30 kişi ve anadili ngilizce olan 8 kişi katılmıştır.Her öğrenci en az iki anadili ngilizce olan katılımcının katıldığı iki oturumakatılmıştır ve öncesinden belirlenmiş iki kısa hikayeyi tartışmışlardır. Bu tartışmalarda,yarı yapılandırılmış sorular kullanılmış ve gözlemci sonuçları etkiler diye oturumlaraaktif olarak katılmamıştır. Sohbet konuşmaları, tüm katılımcılara elektronik mesaj olarakgönderilmiştir.Toplanan veriler için söylem analizi uygulanmış ve Patterson ve Trabaldo'nun(2006) sınıflandırılması kullanılmıştır ve çalışmanın sonucu olarak da ortak ve farklıyönler belirlenmiştir.Çalışmanın sonunda, ?anladığını kontrol etme? ve ?anladığını kontrol etmeyeyanıt verme? olarak adlandırılan iki kategorinin verilerde görülmediği bulunmuştur.Buna ek olarak, Patterson ve Trabaldo'nun (2006) sınıflandırmasına dört kategorieklenmiştir. Bunlar ?onaylama?, ?kelime bilgisini kontrol etme?, ?detaylandırma isteği?ve ?detaylandırma isteğine yanıt? kategorileridir. Verilerde, anlam söyleşmesi işlevlerinikullanma konusunda, ana dili ngilizce olanlar ile anadili ngilizce olmayanlar arasındabenzer ve farklı yönler görülmüştür. En çok kullanılan işlevlerin farklı olduğu, ancak enaz kullanılan işlevlerin benzer olduğu bulunmuştur. Bu sonuçlar alan yazını ileörtüşmektedir.Bu çalışmanın sonuçları ngiliz dili konusundaki araştırmacılara, eğitimcilere veöğretmenlere, metin yoluyla bilgisayar destekli eş zamanlı iletişimde anlam söyleşmesiişlevlerinin kalıpları konusunda bilgi verecektir. Araştırmacılar ve eğitimciler buçalışmanın sonuçlarından çevrimiçi dersler programlarken faydalanabilirler, öğretmenlerise bu tarzda ortamlara öğrencilerini yöneltemeden önce bu ortamlardaki kalıplarhakkında fikir sahibi olabilirler.Anahtar Kelimeler: Bilgisayar Destekli letişim, Anlam Söyleşmesi, SöylemAnalizi.Öğe İngilizce öğretmen adaylarının Bilgisayar Destekli Dil Öğretimi dersi üzerine görüşleri(2017) Akayoğlu, SedatSon yıllarda gelişen teknolojilere paralel olarak yabancı dil sınıfları teknolojik cihazlarla donatılmaktadır. Ancak çoğu zaman öğretimde asıl rolü üstlenen İngilizce öğretmenlerinin ve öğretmen adaylarının Bilgisayar Destekli Dil Öğretimi (BDDÖ) konusunda donanımları ihmal edilmektedir. Bu kapsamda yürütülen bu nitel çalışma ile İngilizce öğretmen adaylarının 14 haftalık BDDÖ dersi öncesindeki ve sonrasındaki dersle ilgili görüşlerinin incelenmesi amaçlanmaktadır. Çalışmaya, Abant İzzet Baysal Üniversitesi Yabancı Diller Eğitimi Bölümünde son sınıfta öğrenim gören yaşları 21 ile 28 arasında değişen 69 İngilizce öğretmen adayı katılmıştır. Çalışmanın verilerini, öğrencilerin dönem başında ve dönem sonunda yazdıkları blog kayıtları oluşturmaktadır. Toplanan veriler içerik çözümlemesi yöntemiyle çözümlenmiştir. Çalışmanın sonucunda, öğretmen adaylarının dersin başında dersin içeriğinden çekindikleri; ancak dersin sonuna doğru bu çekingenliklerinin ortadan kaybolup teknoloji konusunda kendilerine daha çok güvendikleri bulunmuştur. Buna ek olarak, dersin son sınıfta bahar döneminde verilmesini eleştirerek dersin programda daha önceki yıllarda yer alması gerektiğini vurgulamışlardır. Bu sonuçlara dayanarak öğretmenlerin 21. yüzyıl öğrencilerini yetiştirmeleri beklentisine karşılık BDDÖ dersinin Yabancı Dil Eğitimi Bölümlerinde zorunlu ders statüsü kazanması ve daha erken sınıflarda verilmesi önerilmektedir.Öğe Investigating the relations among pre-service teachers' teaching/learning beliefs and educational technology ıntegration competencies: A structural equation modeling study(Springer, 2019) Bahçıvan, Eralp; Gürer, Melih Derya; Yavuzalp, Nuh; Akayoğlu, SedatWith the rapid developments in technology, training of pre-service teachers in terms of technology integration has become a crucial issue for all stakeholders of education. However, it is important to investigate the relationships among pre-service teachers' teaching beliefs, skills, and educational technology integration competencies before training pre-service teachers of all fields. Within the scope of this objective, a model was proposed to investigate the relations among pre-service teachers' epistemological beliefs, conceptions of teaching and learning (COTL), and educational technology integration competencies. As for the participants, 1499 pre-service teachers enrolled at the School of Education at Northwestern region of Turkey participated in the study. An Educational Technology Integration Competencies Scale, Epistemological Beliefs Scale, and COTL Scale, which were developed by the researchers, were utilized to collect the data. At the end of the study, it was found that there were significant relations between pre-service teachers' beliefs (epistemological beliefs and COTL) and their educational technology integration competencies, which is parallel with the findings of the studies in the literature.Öğe Neo-nationalist discourses and teacher identity tensions in a telecollaboration for teachers of minoritized language learners in Turkiye(Wiley, 2023) Yazan, Bedrettin; Turnbull, John; Üzüm, Babürhan; Akayoğlu, SedatIn this paper, we focus on the situatedness of teacher identity and agency within sociopolitical contexts dominated by neo-nationalist discourses and rely on data from online conversations among preservice and in-service teachers of English in Turkiye and the United States (US). We report on data constructed in a telecollaboration (a.k.a., virtual intercultural exchange) that we, four TESOL teacher educators, designed for teachers to discuss issues of social justice (particularly for minoritized immigrant students) and to have a discursive and experiential space in which to negotiate their language teacher identities (LTI). Gathering 117 teachers from five universities (three in Turkiye, two in the US) and underserved school districts in both contexts, this telecollaboration is our pedagogical, agentive response to dominant neo-nationalist discourses in the two countries. To make quantities of data more manageable, we analyze interactions from one-third of those 117 participants (five of 15 small groups) to address this research question: How do preservice and in-service teachers from Turkiye construct their teacher identities in response to neo-nationalist discourses in their sociopolitical context? In particular, how do they engage in this identity work through asynchronous small-group discussions in a social justice-focused telecollaboration with teachers from the US? Findings indicate that participants from Turkiye discussed teacher agency, conservatism and cultural difference in the society, and discrimination/xenophobia against refugees as important factors that shape their work with minoritized English language learners. They experienced tensions in their identity construction between their desire to advocate for their students and the external forces coming from meso- and macro-level policies that impact their instruction and assessment procedures. We discuss our findings in relation to previous research on language teacher identity and social justice in sociopolitical contexts shaped by neo-nationalist discourses. We also share the implications of our study for pedagogizing identity in teacher education.Öğe One-on-one technology mentoring for in-service teachers: The experiences of future ICT coordinators(International Society for Technology, Education and Science, 2021) Top, Ercan; Gürer, Melih Derya; Başer, Derya; Akayoğlu, Sedat; Akkuş, RecaiWith the increasing demands of technology integration by the institutions, educators felt the need to develop themselves professionally. In this study, as a way of professional development, we focused on one-on-one technology mentoring for in-service teachers because the experiences of mentors would shed light on professional development programs in the context of both mentors' progress and mentoring in-service teachers. Mentors for teachers were assigned to facilitate teachers' ICT usage and ICT integration skills. The mentorship implementation lasted two semesters with 42 mentors' participation. The determination of the content of the mentoring process was completely based on the needs and interests of the teachers. After the implementation, the perceptions and experiences of the mentors were asked and coded through content analysis. According to the analysis, the responses of the mentors were grouped into five main categories; (a) affordances of the technology mentoring process, (b) the contribution of the project to the teachers, (c) the contribution of the project to the mentors, (d) the challenges experienced by the mentors, and (e) the weaknesses of and the suggestions for the mentoring process. The findings of this study indicated that future ICT coordinators believed that one-on-one technology mentoring in real school settings is an effective way not only for training in-service teachers but also for creating awareness of being an ICT coordinator and developing ICT mentoring skills.Öğe Perceptions of pre-service english teachers towards computer assisted language learning course(Ankara University, 2017) Akayoğlu, SedatRecently, classrooms have been equipped with highly developed technological tools; however, the training of teachers, who have the main role in teaching process, on Computer Assisted Language Learning (CALL) is ignored dramatically. Thus, the purpose of this qualitative study was to examine the pre-service English language teachers’ perspectives towards CALL course after taking a 14-week CALL course. The participants of the study were 69 pre-service teachers of English studying at Abant Izzet Baysal University, Department of Foreign Language Education. The ages of the participants ranged from 21 to 28. The data of the study is composed of blog posts written by the participants at the beginning and at the end of the semester and these blog posts were analyzed by means of content analysis method. As a result, it was found that the participants were anxious before the course; however, this anxiety changed at the end of the course and they felt more confident about CALL tools. Moreover, the participants believed that this course should have been offered at an earlier grade of the undergraduate program. Finally, it is recommended that CALL course should be integrated into the teacher training programs if future teachers are expected to teach 21st century students. © 2017, Ankara University. All rights reserved.Öğe Pre-service teachers' translingual negotiation strategies at work: Telecollaboration between France, Turkey, and the USA(Routledge Journals, Taylor & Francis Ltd, 2022) Uzum, Baburhan; Yazan, Bedrettin; Akayoğlu, Sedat; Mary, LatishaOur study draws from discussion board data from a telecollaboration including three teacher education courses in France, Turkey, and the USA. Our data analysis of three groups' conversations (n = 21) addressed this research question: How do participants use translingual negotiation strategies in online contact zones as they construct their cultural, linguistic, and professional identities? The findings indicate that preservice teachers employed: Envoicing and interactional strategies to create a caring teacher identity and resolve conflicts; recontextualizing strategies to maintain the frame of culturally-responsive instruction through their linguistic choices; and entextualizing strategies to locate self in time and space when discussing future teaching and diverse students.Öğe PREFERENCES OF PRESERVICE TEACHERS OF ENGLISH IN TERMS OF CALL TOOLS(2017) Akayoğlu, Sedat; Cirit, Nazlı CerenIn parallel with the rapidly increasing use of computer assisted language learning (CALL) tools in educational settings, teachers are expected to use recent devices and Web 2.0 tools while teaching English. In this study, preservice teachers of English studying at a state-run university in Turkey were offered CALL course and they were asked to design lesson plans at the end of the semester. Within this framework, it was aimed to investigate the CALL tool preference of the ELT pre-service teachers in the lesson plans they prepared as a course requirement and in which stages specifically they chose to integrate the CALL tools to their lesson plans. The findings of the study revealed that highest frequency of the CALL tool use in the lesson plans of the participants was found at the while-stage and the most commonly preferred CALL tool was YouTube. In the light of this study, it can be suggested that this kind of training should be offered both for the preservice teachers and in-service teachers in order to diversify the range of CALL tools to be used for teaching English and to make them aware of the recent developments about CALL.Öğe Preservice teachers' cultural identity construction in telecollaboration(Channel View Publications, 2020) Akayoğlu, Sedat; Üzüm, Babürhan; Yazan, Bedrettin[No abstract available]Öğe Preservice teachers' discursive constructions of cultural practices in a multicultural telecollaboration(Eastern Coll, Dept Education, 2019) Üzüm, Babürhan; Yazan, Bedrettin; Avineri, Netta; Akayoğlu, SedatThe study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social Justice Issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs' positionings and impacted how PTs connected to individuals only and/or to broader society. PTs asked questions that created space for critical discussions and facilitated awareness of diversity, yet sometimes led to overgeneralizations. The study has implications for designing telecollaborations that promote language and practices to unpack the issues of social justice.Öğe Professional learning with and from peers: Preservice efl teachers’ reflections on collaborative lesson-planning(2018) Söylemez, Anıl Şaziye Rakıcıoğlu; Dinçer, Zeynep Ölçü; Balıkçı, Gözde; Taner, Gülden; Akayoğlu, SedatThe present study seeks to examine the experiences and perceptions of pre-service teachers from three different English as a foreign language (EFL) teacher education programs regarding an online collaborative lesson-planning experience throughout the practicum. Thus, the emerging themes in pre-service EFL teachers’ reflections and feedback on the lesson plans were examined. According to the data analysis, it was observed that the differences in pre-service EFL teachers’ training backgrounds had a significant effect on their perceptions and achievements in the process of lesson planning and implementation. Additionally, the challenges of the online collaborative lesson-planning experience were time management and lack of professional responsibility. The results indicated that the online collaborative lesson planning experience provided pre-service EFL teachers with opportunities to explore a variety of EFL practicum contexts and lesson planning practices with their peers.Öğe PROFESSIONAL LEARNING WITH AND FROM PEERS: PRESERVICE EFL TEACHERS’ REFLECTIONS ON COLLABORATIVE LESSON-PLANNING(2018) Söylemez, Anil Şaziye Rakicioğlu; Dinçer, Zeynep Ölçü; Balikçi, Gözde; Taner, Gülden; Akayoğlu, SedatThe present study seeks to examine the experiences and perceptions of pre-service teachers from threedifferent English as a foreign language (EFL) teacher education programs regarding an online collaborativelesson-planning experience throughout the practicum. Thus, the emerging themes in pre-service EFLteachers’ reflections and feedback on the lesson plans were examined. According to the data analysis, it wasobserved that the differences in pre-service EFL teachers’ training backgrounds had a significant effect ontheir perceptions and achievements in the process of lesson planning and implementation. Additionally, thechallenges of the online collaborative lesson-planning experience were time management and lack ofprofessional responsibility. The results indicated that the online collaborative lesson planning experienceprovided pre-service EFL teachers with opportunities to explore a variety of EFL practicum contexts andlesson planning practices with their peers.Öğe Prospective EFL teachers' perceptions of using CALL in the classroom(IGI Global, 2015) Rakıcıoğlu-Söylemez, Anıl; Akayoğlu, SedatThe study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of Computer Assisted Language Learning (CALL) resources in teaching English as a foreign language context. In addition to examining prospective teachers' perceptions, the similarities and differences in their perceptions and factors affecting their beliefs about using CALL resources will be addressed. The study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into their future professional practices. The perceived factors that will facilitate and inhibit their future teaching practices by using CALL resources and their expectations from the teacher education program in terms of providing the necessary training to use CALL resources in their teaching practices were examined. The perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs. © 2016 by IGI Global. All rights reserved.Öğe Researching language and social media: a student guide(Equinox Publishing Ltd, 2016) Akayoğlu, SedatSocial media platforms have become an inevitable part of our lives, and the language used in these platforms has attracted the attention of many linguists. However, it is not very easy to collect and analyze data in these platforms, as the flow of interaction and patterns of conversation are completely different from other genres, such as books, daily spoken language, newspaper articles, etc. This book provides invaluable insight into researching language use in social media from the perspectives of both students and expert researchers in language studies. One of the key strengths of the book lies in the variety of perspectives that results from the dynamic group of expert contributors to this volume. The first four chapters of the book are dedicated to defining social media, explaining linguists’ perceptions of social media, outlining the basic principles of research in different fields, and discussing Internet ethics for research. Although these chapters give introductory information about the area, they are nonetheless informative for scholars, since these platforms are quite novel as a research area. In addition to the general introduction, researchers canbenefit from the sample case studies, which are used to illustrate the topics in the book. Beginning with Chapter 5, the rest of the book deals with qualitative and quantitative research methods that can be used for studies of social media platforms.Öğe Secondary school teachers' preferences in the process of individual technology mentoring(Pergamon-Elsevier Science Ltd, 2021) Top, Ercan; Başer, Derya; Akkuş, Recai; Akayoğlu, Sedat; Gürer, Melih DeryaTechnology mentoring helps to overcome various barriers to ICT integration in education and increases teachers' use of ICT for personal and professional purposes. Technology mentoring could make this improvement possible by providing a flexible environment for teachers in their educational settings. For this reason, one-to-one teacher-mentor matching was designed, and the details of the process were led by the teachers' preferences. In this study, which lasted for two semesters, 54 mentors and 48 teachers were paired based on the mentors' decision whether they preferred to work with language teachers or Mathematics teachers. As for the data of the study, the mentors' weekly logs and their responses to the question on the way of content determination were collected. Analyzing the responses of the mentors, it was seen that teachers were more dominant in the content decision process. Moreover, the analysis of the mentors' weekly logs revealed that teachers asked for help with learning software programs, designing instructional materials, workload support, and technical support, from the most frequently demanded to least one, respectively. Teachers' demands related to program learning constitute almost three-fourths of the total demands. When the teacher was given enough flexibility in their context, it was seen that a teacher-centered process of ICT integration emerged. The study concluded that teachers put forward their knowledge of ICT in solving problems if they had the opportunity to try their ideas. Therefore, it is suggested that teachers should be actively involved in the decision-making process of ICT training content.Öğe Social presence functions in task-based language activities in a virtual classroom in Second Life(Igi Global, 2017) Akayoğlu, Sedat; Seferoğlu, GölgeAs the developments occurred in terms of technology, new tools and platforms started to be used in classroom settings. However, there is a need for discourse analysis of these tools and environments in order to better understand the flow of communication. This study aimed at determining discourse patterns in terms of social presence observed in a course carried out in a 3D environment, Second Life. At the end of the study, it was found that the most frequently used social presence functions were expression of emotions, vocatives and asking questions respectively; the least frequently used social presence functions were phatics and salutations, referring explicitly to the others' messages and quoting from others' messages. The findings of this study were found to be in parallel with the literature. This study might be helpful for researchers, educators and students in order to better understand the contexts created in 3D virtual worlds.Öğe Teacher agency for social justice in telecollaboration: Locating agentive positioning in virtual language interaction(Routledge Journals, Taylor & Francis Ltd, 2022) Üzüm, Babürhan; Yazan, Bedrettin; Mary, Latisha; Akayoğlu, SedatIn this study, we draw data from a tripartite telecollaborative project that involved 112 teacher candidates (TCs) from university-based teacher education programmes in France, Turkey, and the USA. Theoretically, we rely on Pantie's (2015. A model for study of teacher agency for social justice. Teachers and Teaching 21, no. 6: 759-778) model of teacher agency for social justice and use discourse analytic methods (Gee. 2018. Introducing Discourse Analysis; from Grammar to Society. Routledge) to examine how TCs negotiated their agency for social justice in small group discussions around the topics of social justice (e.g. conditions of refugees and immigrants, gender inequities, and LGBTQ+ rights) in their educational contexts. We found that when TCs used agentive positionings in their discussions, their discourse involved first person pronouns coupled with will + infinitive structure (e.g. I will teach ...) followed by specific plans of action, as opposed to when agentive positioning was lacking with the use of generic pronouns and hypothetical structures (e.g. teachers/everyone would/could ...). We also found that TCs used the discursive space of telecollaboration to negotiate their agencies and had variable success as they navigated tensions in their beliefs and positioned themselves as future social justice teachers in relation to the discussion topics. Their positionings demonstrated their level of engagement and their individual/collective efficacy. Our findings suggest that future research should continue to investigate the micro-level discourse involved in telecollaborative spaces.Öğe Teacher candidates' ideological tensions and covert metaphors about Syrian refugees in Turkey: Critical discourse analysis of telecollaboration(Elseiver, 2022) Turnbull, John; Yazan, Bedrettin; Akayoğlu, Sedat; Üzüm, Babürhan; Mary, LatishaThis study draws data from an asynchronous discussion to which teacher candidates (TCs) from France, Turkey, and USA contributed as part of their participation in a semester-long telecollaboration in 2017. The analysis focused on the contributions of TCs ( n = 34) from Turkey and explored how they represented Syrian refugees in their responses to a question about refugees and immigration in their country. Using critical discourse analysis, the study examined metaphorical expressions in participants' representation of Syrian refugees in Turkey. Findings present six metaphorical constellations about Turkey's acceptance of refugees fleeing the Syrian war and these metaphors involve three ideological tensions that were dominant in TCs' discourse: (a) similarity and togetherness/difference and separation, (b) gift/scarcity, (c) openness and bridging/spreading and disruption. The paper discusses these tensions in relation to the earlier research on the use of metaphors in discourses about immigrants and provides implications for educating teachers to work with refugee children.(c) 2022 Elsevier Inc. All rights reserved.
